Clinical Mental Health Sciences MSc
- Degree Summary and Structure
What will I learn?
Students will develop an in-depth understanding of current evidence regarding mental health problems and the interventions provided to address them, as well as enhancing their research skills. A wide range of options from across the School of Life and Medical Sciences at UCL allows students to tailor a programme that fully fits their needs.
Why study this degree at UCL?
UCL has a cluster of international experts in mental health, including in genetics, epidemiology, and applied clinical research, and most are also clinicians. We are able to offer a broad programme encompassing both cutting-edge research and a clinical perspective.
The programme is strongly focused on student participation, with much use of small-group learning, and the environment in the Division of Psychiatry is stimulating, friendly and supportive.
A wide range of options at UCL allows programmes to be tailored to students’ needs and interests in clinical, research and management domains.
Student / staff ratios › 110 staff › 90 taught students › 40 research students
Teaching and Learning
The programme is delivered through lectures, seminars and workshops, with considerable use of supporting online learning. Assessment methods include one unseen examination, coursework including designing questionnaires and protocols and analysing data, giving talks and presenting posters, and a final report in the format of a journal paper or brief for clinicians or service planners.
Students undertake modules to the value of 180 credits.
The programme consists of 1–2 core double modules (30–60 credits), 4–6 optional modules (60–90 credits) and a dissertation/report (60 credits).
- Core Principles of Mental Health Research - Core Module (double module - 30 credits)
- Clinical Mental Health - Core Module (double module - 30 credits)
All students undertake a final project. This may be a research project, to be reported as a paper of 6,000-8,000 words ready for submission to a specified journal, a blog of 1,000 words and a 20-minute talk, or a clinical project of 10,000 words reporting on a clinical topic or service evaluation.
- Current Research in Depression and Anxiety - Optional Module (15 credits)
- Current Research in Dementia - Optional Module (15 credits)
- Advanced Treatment and Management of Dementia - Optional Module (15 credits)
- Current Research in Intellectual and Neurodevelopmental Disabilities - Optional Module (15 credits)
- Current Research in Psychosis and Bipolar Disorder - Optional Module (15 credits)
- Mental Health Services - Optional Module (15 credits)
- Epidemiological Research Methods in Mental Health – Optional Module (15 credits)
- Neuroscience in Mental Health – Optional Module (15 credits)
- Statistical Methods in Mental Health – Optional Module (15 credits)
- Culture and the clinic - Optional Module (15 credits)
- Mental Health in Social and Global Context - Optional module (15 credits)
- Current research in children’s and young people’s mental health - Optional module (15 credits)
Optional Modules from other Faculties and Departments
Subject to timetable constraints and availability, students are free to select any post-graduate level modules at UCL that is in any way relevant to the course: approval for Modules other than those below will be given by the programme director or the course clinical senior lecturers.
The following optional modules have already been approved for inclusion in the course as relevant research-based modules. Not all are compatible with all other potential modules on the course: students considering taking them should discuss this with our course staff before committing to them.
Institute for Global Health
- Social Determinants of Global Health – Optional Module (15 credits)
- Ethnicity, Migration and Health – Optional Module (15 credits)
- Health inequalities across the life course – Optional Module (15 credits)
Institute of Neurology
- Cellular and Molecular Mechanisms of Disease – Optional Module (15 credits)
- Higher Functions of the Brain – Optional Module (15 credits)
Institute of Child Health
- Treatment in Child and Adolescent mental health – pharmacological - Optional Module (15 credits)
- Treatment in Child and Adolescent mental health – psychological - Optional Module (15 Credits)
- Neurodevelopmental Disorders in Child Mental Health - Optional Module
- Leadership and Professional Development – Optional Module (15 credits)
UCL Medical School Modules
- Teaching and Learning
The programme is delivered through a combination of seminars and practical workshops, with a substantial element of online learning via the Moodle e-learning package. Considerable use is made of group work, both as an effective method of learning and as a means of developing the collaborative skills required by a research or a clinical career. Assessment methods include one unseen exam, coursework including designing questionnaires and protocols and analysing data, giving talks and presenting posters, and writing in journal paper format.
We also provide some activities on the course which cross-cut modules, all scheduled on Wednesday afternoons. There is an MSc journal club, where students develop their skills in appraising papers, presenting them and summarising them in blog form and there are twice monthly seminars at which the whole Division including the students listen to a series of distinguished speakers. We organise a series of career-focused sessions, including on careers in research, how to apply for a PhD, careers in clinical psychology and in other mental health professions, and life as a research assistant or assistant psychologist. In the summer months we will be supporting two student-organised seminars, to which students will invite speakers of their choice.
A clinical placement is not a formal assessed part of the course. However, the majority of our full time students wish to do such placements, and we use our networks to facilitate this. Many of this year’s students are doing volunteer placements in NHS mental health teams around London, or else in research teams conducting studies that offer substantial opportunities for contact with service users as well as for developing research skills.
- Teaching Staff
MSc Staff – Core Teaching Team
The core teaching team is made up of vibrant academic staff including some of the most influential researchers and clinicians in the field of mental health.
Professor Sonia Johnson: Course Director (email@example.com)
Sonia Johnson is the course director of the MSc in Mental Health Sciences Research, and the MSc in Clinical Mental Health Sciences. She is Professor of Social and Community Psychiatry at UCL and a consultant psychiatrist in the Islington Early Intervention Service for psychosis. Her research interests are in investigating what types of treatments and services work best for people with significant mental health problems. Areas in which she has published include acute care, including alternatives to admission, early intervention in psychosis, employment and mental health, and services for women. In 2016, Sonia was awarded the Provost’s Teaching Award for Leadership in Education.
Dr Vaughan Bell: Deputy Course Director (firstname.lastname@example.org)
Vaughan Bell works part-time at UCL as deputy course director, and also works in NHS clinical services. He is a clinical psychologist and neuroscientist working on understanding and treating brain injury, mental distress and psychological impairment. His research interests are primarily in cognitive neuroscience.
Dr Jo Billings (email@example.com)
Jo Billings works part-time as a senior clinical lecturer in the Division of Psychiatry alongside working as a chartered clinical psychologist in the NHS. Her area of clinical specialty is PTSD and trauma. Her clinical and research interests include complex trauma, vicarious trauma, trauma and psychosis, early intervention, mental health wellbeing and resilience and qualitative methodology.
Dr Nicola Morant (firstname.lastname@example.org)
Nicola Morant is a Associate Professor in qualitative mental health research, with a background is social psychology. She also works as an independent research consultant, specializing in qualitative research in mental health, and leading qualitative work streams in mixed-methods research projects. Her research interests include psychiatric medication management; shared decision-making; acute mental health care; and psychosis in community settings. Her work gives voice to the perspectives and experiences of key stakeholders (service users, clinicians and carers) in projects with real-world orientations and clinical applications.
Dr Sarah Rowe (email@example.com)
Sarah Rowe is a full-time Lecturer at UCL on the MSc in Mental Health Sciences. She previously worked as a Postdoctoral Research Worker at King’s College London. Her research interests include self-harm, child and adolescent mental health, personality and eating disorders. Sarah is a Senior Fellow of the Higher Education Academy.
Dr Rebecca Jones (firstname.lastname@example.org)
Rebecca Jones is a senior research associate. She has a background in psychology and medical statistics with many years of experience teaching research methods and statistics at both undergraduate and postgraduate level. She works as a statistician on longitudinal epidemiological studies and randomised controlled trials in areas as diverse as Huntington’s Disease, diabetes, cardiovascular disease, bullying and violence, eating disorders and malaria.
Dr Gemma Lewis (email@example.com)
Gemma Lewis is lecturer in statistics on the MSc in Mental Health Sciences Research, and the MSc in Clinical Mental Health Sciences. Gemma also works as a Research Associate in Psychiatric Epidemiology at the Division of Psychiatry, University College London. Gemma’s main interest is the causes, prevention, and treatment of depression. She is working on observational cohort data, and data from randomised controlled trials of treatments for depression.
Ms Jessica Bone (firstname.lastname@example.org)
Jess is a social programme co-ordinator for the MScs, a study group co-lead, and is involved in teaching and marking for several modules including statistics and research methods. She is a PhD student in the Division of Psychiatry, having done the Clinical Mental Health Sciences MSc several years ago. Her research interests include adolescent mental health, depression, and combining methods from psychiatric epidemiology and cognitive neuroscience.
Ms Tayla McCloud (email@example.com)
Tayla is a full-time PhD student in the Division of Psychiatry, and is mainly interested in the mental health of students. She completed the MSc in Clinical Mental Health Sciences in 2016, and has been helping out on the MSc programme since. Tayla coordinates the voluntary clinical placements, leads a study group, and organises the MSc social programme together with Jess Bone.
Mrs Chris Coup: Course Administrator (firstname.lastname@example.org)
Chris Coup is the part-time (Tuesdays to Fridays) course administrator. She is a mine of information and knows the answers to pretty much everything! If she doesn’t she’ll pass you on to someone else who might know.
Course modules are organised by our senior academic staff, most of whom are clinicians. Many of our academics are internationally recognised leaders in their research fields, representing a broad range of approaches to mental health research, including genetics, epidemiology, and applied clinical research. Fields in which the Division has international expertise include dementia, psychosis, intellectual disability and depression and anxiety.
Thus our course provides a great deal of exposure to senior researchers who are also clinicians – the majority of the teaching is delivered either by psychiatrists or clinical psychologists, with other professions and also service users and carers also well-represented as teachers on the clinical mental health modules. For projects, there are opportunities to be involved in the work of research groups led by our academics. We can also help students arrange placements in clinical or research settings.
Contact between students and academics takes place in a range of settings, including module teaching, journal clubs, divisional seminars and study groups. The cohort of students is divided into study groups of 8-10 people, each supported by an academic and a post-doc or PhD student. Study groups work together on group tasks for the core module and on journal club presentations, and the study groups also support students through the course. All students also have an allocated personal tutor. For projects, students will have the opportunity to be involved in the work of research groups led by our academics. We can also help students arrange placements in research settings.
The core of our teaching is delivered by our own staff, but other leading experts are invited to give specific lectures, drawing on the rich resources of UCL and of London’s universities in general. Mental health service users, carers and clinicians also teach on the course. Optional modules provide opportunities to be taught by a variety of other UCL research leaders, especially in neuroscience, child health and in epidemiology.
Fields in which there are active research programmes in our Division in which students may become involved include epidemiology and psychosocial interventions in dementia (Professor Gill Livingston, Professor Claudia Cooper), neuroimaging research in dementia (Dr Sergi Costafreda, Dr Zuzana Walker), the genetics of mental health (Dr Elvira Bramon, Dr Nick Bass, Dr Andrew McQuillin), the epidemiology of psychosis and of mental health problems in primary care (Professor Glyn Lewis, Professor Michael King, Dr David Osborn, Dr James Kirkbride), psychosocial aspects of end of life care, including of dementia (Professor Paddy Stone, Dr Liz Sampson), complex psychosocial interventions for psychosis (Professor Helen Killaspy, Professor Sonia Johnson, Dr Bryn Lloyd-Evans, Dr Joanna Moncrieff), intellectual disability (Dr Angela Hassiotis, Dr Afia Ali) and cultural psychiatry (Dr Sushrut Jadhav). The leaders of these programmes all teach on the MSc.
Co-supervision can also be arranged with experts elsewhere at UCL and around 25% of our students this year have projects based primarily elsewhere in the Faculty of Brain Sciences, such as in the Division of Psychology and Language Sciences. Where this fits with students’ own interests and networks students can also have one supervisor in another organisation, although one of the student’s two supervisors must be in the Division of Psychiatry.
September 2019Optional qualifications: This degree is also available as a PG Diploma and a PG Certificate with fees set accordingly.Location: London, Bloomsbury
Division of Psychiatry Scholarships:
We aim to award these scholarships to the applicants who appear most promising as future researchers in mental health. The scholarships will be worth £2,000 for students registering full time and £1,000 for those registering on flexible or part time pathways. Names of award-winners will be announced on our website. To be considered for these scholarships, please apply for the MSc in Mental Health Sciences Research or the MSc in Clinical Mental Health Sciences and please also send to Mrs Chris Coup, MSc Course Administrator at email@example.com, a 1,000 word statement summarising:
(a) your research achievements so far;
(b) how you envisage research being part of your future career;
(c) what topic in mental health you would like to research in future, why, and how you would approach it. Awards will be made on the basis of these statements and your application forms for the MSc.
Applications need to be received by 1 August, and candidates need also to have applied for the MSc in Mental Health Sciences Research or Clinical Mental Health Sciences.
- Mode of Study
September 2019Location: London, Bloomsbury
- Careers and Graduate Destinations
Our MSc programmes are designed to offer pathways both for graduates with excellent degrees in Psychology and related disciplines, and for clinicians who wish to develop as researchers or become clinical academics or clinicians who are highly involved in research. The wide range of options offered both within the Division and elsewhere at UCL allows students to tailor their studies to a wide range of interests.
MSc Clinical Mental Health Sciences
For non-clinicians, this programme will be an excellent grounding for clinical training or for research worker posts. For clinicians, this is a great opportunity to gain a higher qualification through a programme based in a leading university department which can be closely tailored to your interests across clinical, research and management fields. The MSc is good preparation for training as a research-led clinician, for example through the Doctorate in Clinical Psychology. It is also likely to assist students in embarking on a career in mental health research by obtaining research posts or applying for a PhD.
Students will be taught by leading experts in their fields, will gain a strong clinical understanding of mental health, and will be able to develop their skills in research, service design and evaluation, and writing and presenting. Previous Division of Psychiatry Master’s graduates have been enthusiastic about their career enhancement, both through their programme and the connections they have made through it. We look forward to supporting the careers of a wider range of students on this programme.
Dr Farhana Mann, a graduate of the MSc Psychiatric Research which was the predecessor of the MSc Mental Health Sciences Research, who is now a clinical training fellow in the Division of Psychiatry at UCL, writes in the blog below of the benefits to trainee psychiatrists of doing a research-based MSc. Many of her observations also apply to other mental health professions, with a variety of options for further research and academic training available following MSc studies:
Our first cohort of graduates are achieving good success in the highly competitive market for early career clinical and research posts. Of our initial 53 graduates, 10 are in university research assistant posts, 3 are in voluntary sector research posts, 1 has started a doctorate in clinical psychology, 3 are doing PhDs, 2 are studying for a further MSc, 6 are in clinical support worker NHS posts or similar, 3 are assistant psychologists, 1 has returned to psychiatric practice in a university clinic in South America and has also joined the Lancet Psychiatry Editorial Board Development Programme, and 1 has joined the Government Statistical Service Fast Stream.
Several graduates of our previous MSc in Psychiatric Research with clinical backgrounds have gone on to doctorates, further research activities and clinical academic jobs. These include several people now based in the UCL Division of Psychiatry: Afia Ali (Senior Lecturer), and Naaheed Mukadam, Rory Sheehan, Andrew Sommerlad and Farhana Mann (all currently on various clinical academic fellowships).
- Student Testimonials
Aayushi Chaturvedi - MSc Clinical Mental Health Sciences, 2016-17
"As an international student, this MSc was a path of learning and opportunities. Throughout my MSc year, not only did I get a chance to challenge myself academically through discussions with my peers and my professors, but I was also able to develop and acquire new skills to succeed as a clinical practitioner. I gained an in-depth knowledge of the evidence relating to the latest interventions in mental health, which motivated me to become a clinician providing evidence-based treatments. My MSc enabled me to work as a clinical support worker within the new Integrated Practice Unit (IPU), where I developed my clinical skills further and provided care to those suffering from severe mental illnesses.
Since the completion of my MSc, I have applied skills developed during my MSc course to take advantage of research and clinical opportunities, working on research papers and quality improvement projects which in turn have helped me to secure a clinical role within the NHS. What I remember most about the MSc is the passion and intelligence of my peers, brought together by a dedication to the field of mental health at the prestigious UCL."
Adelia Khrisna Putri - MSc Clinical Mental Health Sciences, 2015-16
"The flexibility that this course gives in choosing modules across departments was the first thing that attracted me, and it allowed me to tailor the course according to my interests and career aspirations. We were encouraged and trained to conduct research rigorously as well as gaining valuable knowledge on evidence-based clinical practice. Make sure you make use of the clinical placement opportunity as it will no doubt enrich your experience as it did mine!
As an International student, I was initially worried about my future career options. However, the course consistently provided knowledge and skills that are appreciated globally. Though limited funding kept me from taking it, I was offered a place on the UCL Doctorate in Clinical Psychology program halfway through the course, proving that it’s possible to pursue a clinical path after this MSc. I now work as a lecturer in the Psychology department at Universitas Gadjah Mada, Indonesia.
Throughout the course, numerous leading experts consistently fulfilled our thirst for knowledge in enjoyable, thought-provoking and engaging ways. The faculty members were very supportive of our needs, ensuring that we had no trouble adjusting to a new environment and remained satisfied throughout our year at UCL. Overall, I would strongly recommend this course to anyone wanting to purse a clinical or research career in the mental health field."
Lucy Richardson - MSc Clinical Mental Health Sciences, 2015-16
"I thoroughly recommend studying the MSc in Clinical Mental Health Sciences at UCL if you are interested in pursuing a career in mental health research or practice. I enrolled a few years after completing my undergraduate degree, following feedback from clinical Doctorate courses that I needed a blend of research, academic and practical experience to become a Clinical Psychologist. This course provides all three simultaneously.
From the start I thoroughly enjoyed the course. The content is so diverse in terms of the range of mental health topics, clinical approaches, and statistical and research skills taught. The lectures were consistently engaging, stimulating and challenging, delivered by academics (both UCL-based and guest lecturers) at the top of their field. I also took up the valuable opportunity to work as an
Assistant Psychologist through the placement scheme the course offers. This is a key differentiator of the course: you can build up your practical experience in the field and see clinical theory applied in parallel to learning it.
On finishing my Master’s, I got a job as a Research Assistant (RA) at King's College London on the REACH programme: Resilience and Ethnicity in AdolesCent Mental Health. As RA posts are incredibly competitive, I believe I would not have had the opportunity to work in this capacity had I not had the combination of research skills and practical clinical experience provided by UCL's MSc course. In a slightly unusual turn, I have since moved from KCL to Gate One, a management consultancy. I have been able to enter the health sector from a business angle thanks to both the analytical skills and clinical experience gained on the course."
Joe Barnby - MSc Clinical Mental Health Sciences, 2015-16
"My first degree was in Psychology with Neuroscience from the University of Leicester, and I worked as a research assistant for two years before this MSc. The course gave me a chance to solidify my research experience into a formal and rigorous qualification that also led to publication, as well as giving me the valuable opportunity to gain experience of the reality of clinical practice; the placement was to me a real highlight.
I am now doing a PhD in cognitive neuropsychiatry at KCL, focused on understanding the mechanisms of beliefs and delusions. A lot of my ideas about my own research interests were formed and encouraged during my time on the MSc, with staff supporting me to feel more able and confident in my academic ability. I also developed the abilities and self-assurance to write for a general audience, collaborate with other researchers, and combine art with my work in order to engage the public. I still hope to complete Clinical Psychology training in the future.
I would highly recommend this course for those who want to be challenged, develop professional research skills, and build up their clinical experience. The programme was open-minded and highly informative, with up-to-date material being delivered by leaders in their field."
Eleanor Chadwick - MSc Clinical Mental Health Sciences, 2014-15
"This MSc attracted me because of the great balance it strikes between research and clinical practice. We had the opportunity to learn not only from world experts in the department, many of whom are also practicing clinicians, but also from a range of other clinical staff, carers and even service users themselves. I think this combination gives a really holistic insight into mental health difficulties, services and research. The placement also provided a great opportunity to apply my learning and get some practical experience of working in the NHS.
The staff in the department make this course: not only are they incredibly knowledgeable, but also welcoming and supportive, always happy to answer questions and talk things through. All in all, I had a fantastic year at UCL and was genuinely sad to leave.
Following the MSc I spent 18 months working as a Research Assistant with the Oxford Cognitive Approaches to Psychosis (O-CAP) team at Oxford University. In September 2017 I took up a place on the Doctorate training programme in Clinical Psychology. Given my experience of the MSc, it was a no brainer that I wanted to do my training at UCL. My time at the Division of Psychiatry was a real asset not only on gaining a place on the DClinPsy, but also on helping me feel prepared and equipped to take on doctorate level study."
Barinder Lahli - MSc Clinical Mental Health Sciences, 2015-17
"Having worked in mental health for a number of years, I chose this MSc as I wanted to extend my knowledge of the field. In particular, the course offers excellent insight into the latest developments and research that are not otherwise easily accessible if you work clinically. I found it surprisingly manageable to balance alongside employment; the best thing for me was being able to choose modules that were spread out across the year to fit in with my work commitments as well as my interests. The course offers great flexibility and was easily tailored to my lifestyle, which was another reason I chose it.
I very much enjoyed the whole Master’s process – the lecturers were always very approachable and the content covered was very interesting. The course also offered variety which kept it interesting and engaging - learning took various formats including lectures, workshops, group work, and presentations. Surprisingly, my favourite were presentations: I found the group and individual presentations to be really good opportunities to challenge myself, and I improved a lot at both putting information together succinctly and presenting it. This is now something I feel comfortable doing in any situation.
The MSc gave me a better understanding of the field, more confidence in the decisions I make in my job, and a more rounded view of the field of mental health outside of the context I work in. Since graduating, I have continued in my position as a mental health support worker in community supported housing. I also work on an honorary basis within the Division of Psychiatry as a Research Assistant on a feasibility trial for a sexual health intervention for individuals using mental health services. Moving forward, I plan to apply for similar roles in research to further expand my skill-set and experience in this area."
The majority of the modules, lecturers and course structure for the Clinical Mental Health Sciences MSc are shared with the Mental Health Sciences Research MSc course. Click here to see student testimonials from Mental Health Sciences Research students.
- Impact and Dissemination of Student Research
The MSc provides teaching in conducting excellent quality research. Students are encouraged to explore their academic interests and many students will publish a paper as a result of their work during the course. Research work has impact not only in terms of publication in peer-reviewed journals but can also have an impact in application of research findings to clinical work or in dissemination to a wider audience. Below we highlight some examples of some of the wider publicity surrounding MSc research projects.
In this video, Dr Rory Sheehan presents his BMJ paper on psychotropic medication prescribing in people with intellectual disability:
Dr Naaheed Mukadam was interviewed on BBC Breakfast about her work on the stigma surrounding help-seeking for dementia in minority ethnic groups in the UK and how to encourage people to seek help earlier:
Publications based on MSc Dissertations (student’s name in bold)
Richardson L, Hameed Y, Perez J, Jones PB, Kirkbride JB. (2018). Association of Environment With the Risk of Developing Psychotic Disorders in Rural Populations: Findings from the Social Epidemiology of Psychoses in East Anglia Study. JAMA Psychiatry, 75, 75–83. doi:10.1001/jamapsychiatry.2017.3582
Diwell RA, Davis DH, Vickerstaff V, Sampson EL. (2018). Key components of the delirium syndrome and mortality: greater impact of acute change and disorganised thinking in a prospective cohort study. BMC Geriatr, 18, 24. doi:10.1186/s12877-018-0719-1
Stangeland, H., Orgeta, V., & Bell, V.(2018). Poststroke psychosis: a systematic review. J Neurol Neurosurg Psychiatry. doi: 10.1136/jnnp-2017-317327
Millett, L., Taylor, B. L., Howard, L. M., Bick, D., Stanley, N., & Johnson, S. (2017). Experiences of Improving Access to Psychological Therapy Services for Perinatal Mental Health Difficulties: a Qualitative Study of Women's and Therapists’ Views. Behavioural and Cognitive Psychotherapy, 1-16.
Aref-Adib G, Sathanandan S, Hayes J, Abrol E, Duncan P, Werboloff N, Osborn D. (2017) Guess who? How doctors' attire affects students' perceptions of their speciality. Ment Health Family Med, 13, 375-80.
Bauer-Staeb C, Jörgensen L, Lewis G, Dalman C, Osborn DP, Hayes JF. (2017). Prevalence and risk factors for HIV, hepatitis B, and hepatitis C in people with severe mental illness: a total population study of Sweden. The Lancet Psychiatry, 4, 685-93.
Pitman A, Nesse H, Morant N, Azorina V, Stevenson F, King M, Osborn D. (2017). Attitudes to suicide following the suicide of a friend or relative: a qualitative study of the views of 429 young bereaved adults in the UK. BMC Psychiatry, 17, 400. doi: 10.1186/s12888-017-1560-3
De Souza T, Krisna Putri A, Pitman A, Morant N, Stevenson F, King M, Osborn D. (2017, May). Experiences of support and perceived needs of people bereaved by suicide: qualitative findings from a cross-sectional UK study of bereaved young adults. Poster presented at North East London NHS Foundation Trust 16th Annual Research and Development Open Day.
Mandla, A., Billings, J., & Moncrieff, J. (2017). "Being Bipolar": A Qualitative Analysis of the Experience of Bipolar Disorder as Described in Internet Blogs. Issues Ment Health Nurs, 38, 858-864. doi: 10.1080/01612840.2017.1355947
Barnby, J., & Bell, V. (2017). The Sensed Presence Questionnaire (SenPQ): initial psychometric validation of a measure of the “Sensed Presence” experience. PeerJ, 5:e3149. doi: 0.7717/peerj.3149
Blickwedel, J., Ali, A., & Hassiotis, A., (2017). Epilepsy and challenging behaviour in adults with intellectual disability: A systematic review. Journal of Intellectual & Developmental Disability. https://doi.org/10.3109/13668250.2017.1327039
Hassiotis A., Noor M., Bebbington P., Afia A., Wieland J., Qassem T. (2017). Borderline intellectual functioning and psychosis: Adult Psychiatric Morbidity Survey evidence. The British Journal of Psychiatry, 211, 50-51. doi: 10.1192/bjp.bp.116.190652
Sheehan, R., Strydom, A., Morant, N., Pappa, E., & Hassiotis, A. (2017). Psychotropic prescribing in people with intellectual disability and challenging behaviour. BMJ, 358, j3896.
Ali A, Ghosh S, Strydom A, Hassiotis A. (2016) Prisoners with intellectual disabilities and detention status. Findings from a UK cross sectional study of prisons Res Dev Disabil. Jun-Jul;53-54:189-97 doi: 10.1016/j.ridd.2016.02.004
Maber-Aleksandrowicz S, Avent C & Hassiotis A. (2016) A Systematic Review of Animal-Assisted Therapy on Psychosocial Outcomes in People with Intellectual Disability. Research in Developmental Disabilities, Volumes 49–50, pp 322–38. http://www.sciencedirect.com/science/article/pii/S0891422215300287.
Werbeloff N, Markou M, Hayes JF, Pitman AL, Osborn DP. (2016). Individual and area-level risk factors for suicidal ideation and attempt in people with severe depression. Journal of ffective disorders, 205, 387-92.
Pitman A, Krisna Putri A, Kennedy N, De Souza T, Osborn D, King M. (2016). Priorities for the development and evaluation of support after suicide bereavement in the UK: results of a discussion group. Bereavement Care, 35, 109-116. doi: http://dx.doi.org/10.1080/02682621.2016.1254457
Azorina V, Nesse H, Pitman A, Morant N, Stevenson F, King M, Osborn D. (2016, September). The impact of suicide bereavement on interpersonal relationships: national qualitative study of young adults. Poster presented at 50th Congress of the German Psychological Society (DGP), Leipzig.
Saini G, Sampson EL, Davis S, Kupeli N, Harrington J, Leavey G, Nazareth I, Jones L, Moore KJ. (2016) An ethnographic study of strategies to support discussions with family members on end-of-life care for people with advanced dementia in nursing homes. BMC Palliat Care, 7, 15:55. doi: 10.1186/s12904-016-0127-2.
Mistry H, Levack WM, Johnson S. (2015) Enabling people, not completing tasks: patient perspectives on relationships and staff morale in mental health wards in England. BMC Psychiatry, 15:307. DOI 10.1186/s12888-015-0690-8.
Sheehan R, Hassiotis A, Walters K, Osborn D, Strydom A, Horsfall L (2015) Mental illness, challenging behaviour, and psychotropic drug prescribing in people with intellectual disability: UK population based cohort study. BMJ 351:h4326. DOI: 10.1136/bmj.h4326.
Ahmed S, Leurent B, Sampson EL. (2014) Risk factors for incident delirium among older people in acute hospital medical units: a systematic review and meta-analysis. Age Ageing, 43, 326-33. doi: 10.1093/ageing/afu022
Allison, L.& Moncrieff, J. (2014). ‘Rapid tranquilisation’: an historical perspective on its emergence in the context of the development of the development of antipsychotic medications. History of Psychiatry 25 (1): 57-69. http://www.ncbi.nlm.nih.gov/pubmed/24594821
Killaspy, H., White, S., Lalvani, N., Berg, R., Thachil, A., Kallumpuram, S, Nasiruddin, O., Wright, C and Mezey, G. (2014) The impact of psychosis on social inclusion and associated factors. Int J Soc Psychiatry, 60(2): 148–154.doi: 10.1177/0020764012471918
Mann F, Fisher HL, Major B, Lawrence J, Tapfumaneyi A, Joyce J, Hinton MF, Johnson S. (2014) Ethnic variations in compulsory detention and hospital admission for psychosis across four UK Early Intervention Services. BMC Psychiatry. 2014 Sep 5;14(1):256. http://www.biomedcentral.com/1471-244X/14/256
Mann F, Fisher HL, Johnson S. (2014) A systematic review of ethnic variations in hospital admission and compulsory detention in first-episode psychosis. J Ment Health, 23(4):205-11. http://informahealthcare.com/doi/full/10.3109/09638237.2014.910641
Ghali, S., Fisher, H. L., Joyce, J., Major, B., Hobbs, L., Soni, S., ... & Johnson, S. (2013). Ethnic variations in pathways into early intervention services for psychosis. British Journal of Psychiatry, 202(4), 277-283. Link
Mezey, G., White, S., Thachil, A., Berg, R., Kallumparam, S., Nasiruddin, O., Wright, C., Killaspy, H. (2013) Development and preliminary validation of a measure of social inclusion for use in people with mental health problems: The SInQUE. Int J Soc Psychiatry, 59(5):501-7. doi:10.1177/0020764012443752.
Watson S, Gallagher P, Dougall D, Porter R, Moncrieff J, Ferrier IN, Young AH. (2013) Childhood trauma in bipolar disorder. Aust NZJ Psychiatry Link
Carra, G, Johnson S, Bebbington P et al. (2012) The lifetime and past-year prevalence of dual diagnosis in people with schizophrenia across Europe: findings from the European Schizophrenia Cohort (EuroSC). European Archives of Psychiatry and Clinical Neuroscience. http://www.springerlink.com/content/3753788781674163/
Chan D, Livingston G, Jones L & Sampson, EL (2012) Grief reactions in dementia carers: A systematic review. International Journal of Geriatric Psychiatry. http://onlinelibrary.wiley.com/doi/10.1002/gps.3795/abstract;jsessionid=79906E09D9234D117203DFFB72D92A03.d01t04
Dabbagh N, Johnson S, Blizard R and King M (2011) Muslim adolescent mental health in the UK: an exploratory cross-sectional school survey. International Journal and Mental Health http://www.tandfonline.com/doi/abs/10.1080/17542863.2011.594246
Iwatu K, Strydom A & Osborn D (2011) Insight and other predictors of physical examination refusal in psychotic illness. Journal of Mental Health, 20, 4 : 319-327 http://informahealthcare.com/doi/abs/10.3109/09638237.2011.556158
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Mukadam N, Cooper C, Basit, B and Livingston, G (2011) Why do ethnic elders present later to UK dementia services? A qualitative study. International Psychogeriatrics , 23 (7) 1070 - 1077. 10.1017/S1041610211000214.
Mukadam N, Cooper, C and Livingston, G (2011) A systematic review of ethnicity and pathways to care in dementia. International Journal of Geriatric Psychiatry , 26 (1) 12 - 20. 10.1002/gps.2484.
Ghosh R and Killaspy H (2010) A national survey of assertive community treatment services. Journal of Mental Health
Jonas, S, Bebbington, P., McManus, S., Meltzer, H., Jenkins, R., Kuipers, E., Cooper, C., King, M. and Brugha, T. (2010) Sexual abuse in England: results from the 2007 Adult Psychiatric Morbidity Survey. Psychological Medicine Link
Major B, Hinton M, Flint A, Chalmers-Brown A, McLoughlin K and Johnson S. (2010) Evidence of the effectiveness of a specialist vocational intervention following first episode psychosis: a naturalistic prospective cohort study. Social Psychiatry and Psychiatric Epidemiology. 45: 1-8 Link
Schmidt M, Sharma A, Schifano F and Feinmann C (2010) Legal highs on the net - evaluation of UK-based products, websites and product information. Forensic Science
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Carrà G and Johnson S (2009) Variations in rates and patterns of comorbid substance misuse between mental health settings and geographical areas in the UK. Social Psychiatry and Psychiatric Epidemiology 44: 429-447 Link
Maxmin K, Cooper C, Potter L, Livingston G (2009) Mental capacity to consent to treatment and admission decisions in older adult psychiatric inpatients. Int J Geriatr Psychiatry. 24: 1367-1375 Link
Nelson T, Johnson S and Bebbington P (2009) Satisfaction and burnout among staff of crisis resolution, assertive outreach and community mental health teams. Social Psychiatry and Psychiatric Epidemiology 46: 541-549
Paradise M, Walker Z, Cooper C, Regan C, Blizard R, Katona C, Livingston G (2009) Prediction of survival in Alzheimer’s disease– The LASER-AD longitudinal study. Int J Geriatr Psychiatry. 24 (7): 739-47 Link
Paradise M, Cooper C, Livingston G (2009) Systematic Review of the effect of eduction on survival in Alzheimer’s disease International Psychogeriatrics 21:1; 25-32 Link
Ali, A., Strydom, A., Hassiotis, A., Williams, R., & King, M. (2008). A measure of perceived stigma in people with intellectual disability. Br J Psychiatry, 193(5), 410-415 Link
Andrea-Barron, D., Strydom, A., & Hassiotis, A. (2008). What to tell and how to tell: a qualitative study of information sharing in research for adults with intellectual disability. J Med Ethics,34(6), 501-506 Link
Ganeshelingham Y, Cooper C, Livingston G (2008) Variation in referral patterns and acetylcholinesterase inhibitor prescribing for patients with cognitive impairment from 1999-2007: the relationship with NICE guidelines. Psychiatric Bulletin 32: 265 - 267 Link
Cotton MA, Johnson S, Bindman J., Sandor A, White IR, Thornicroft G, Nolan F, Pilling S, Hoult J, McKenzie N and Bebbington P (2007) An investigation of factors associated with hospital admission despite the presence of crisis resolution teams. BMC Psychiatry Link
Dein K, Livingston G, Bench C (2007) Why did I become a psychiatrist? Psychiatric Bulletin 31 227-230 Link
Diaz Caneja A and Johnson S (2006) The views and experiences of severely mentally ill mothers. Social Psychiatry and Psychiatric Epidemiology. 39: 472-482 Link
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September 2019Location: London, Bloomsbury
An upper second-class Bachelor’s degree in psychology or a related scientific or social science discipline, or a professional health qualification (medicine, nursing, occupational therapy, psychology, social work) or an overseas qualification of an equivalent standard.
Candidates who do not have at least six months’ full-time work experience (or the equivalent) in a mental health service setting or in clinical mental health research are required to take the Clinical Mental Health double module.
English Language Requirements
If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Good
Further information can be found on our English language requirements page.
Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website.
International applicants can find out the equivalent qualification for their country by selecting from the list below.
Select your country:International equivalencies
Application and next steps
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.
There is an application processing fee for this programme of £75 for online applications and £100 for paper applications. Further information can be found at: www.ucl.ac.uk/prospective-students/graduate/taught/application.
Who can apply?
The programme is designed both for graduates in psychology and other related subjects who wish to develop their clinically relevant knowledge and skills in the area of mental health, and for mental health practitioners, including trainees, who wish to enhance their advanced knowledge and skills.
Application datesAll applicantsOpen: 15 October 2018Close: 18 May 2019
For more information see our Applications page.Apply now
What are we looking for?
When we assess your application we would like to learn:
- why you want to study Clinical Mental Health Sciences at graduate level
- why you want to study Clinical Mental Health Sciences at UCL
- what particularly attracts you to this programme
- how your personal, academic and professional background meets the demands of this challenging programme
- where you would like to go professionally with your degree
Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.
Can students out of the UK or European Union apply?
Yes, the course is open to international students. See the course’s Entry Requirements
How do I apply?
Click through from the graduate prospectus to this screen
Use the following search terms to see this course
- Keyword(s): "Mental"
- Department: "Division of Psychiatry"
Where can I receive information about help with fees?
Useful information about funding for postgraduate students can be found here:
See above for information on the Division of Psychiatry scholarships and the UCL bursaries for certain groups: apart from these we cannot provide any specific help with fees.
What is the difference between the Clinical Mental Health Sciences and the Mental Health Sciences Research course?
The two courses are relatively similar with many shared modules, but slightly different in emphasis. The MSc Mental Health Sciences Research is aimed at students with substantial clinical experience and knowledge, including psychiatrists, psychologist, occupational therapists, nurses and social workers with substantial experience in mental health settings (including as trainees). It is also suitable for people who have been working in clinical mental health research. All students take statistics, a core double module in mental health research methods and at least four other modules with a research-based content, and final projects report a research study or systematic review. The course is a replacement for the previous MSc in Psychiatric Research, a highly regarded part time course which formed a step in the career path of a substantial number of current academics in mental health. Our new course is broader in the range of options offered and also differs in providing options for full time study.
The Clinical Mental Health Sciences MSc has a stronger focus on developing clinical knowledge alongside research skills. For those who do not yet have a great deal of clinical experience, it offers a very engaging and practical double clinical module which is compulsory for people who do not yet have six months full time equivalent experience in a clinical setting. This should very much enrich understanding of mental health problems, how people experience them and how they are treated. We can also help arrange research internships in our Division and its allied Trusts. For experienced clinicians who wish to take a broad-based MSc, the Clinical Mental Health Sciences offers a wide range of options, including modules in management and service improvement, and will allow students to select a training programme that supports advanced clinical practice and is tailored to individual interests.
Will applicants be interviewed before being selected?
Some applicants will be asked to attend an interview.
Do I need to identify a research project and a Supervisor prior to applying for the course?
No you don’t. We’d like to hear a bit about your main interests and it’s never too early to think of potential areas of interest. However we do not need you to have a specific project or supervisor. Your research project may be based on an interest of your own that you wish to develop with supervision; there are also many options for projects linked with senior academics’ research programmes. Some of these will involve participating in data collection. Others will involve working on data sets that have already been collected – if you do this, we’ll expect you and your supervisors also to arrange for you to have some direct exposure to the methods used to obtain the data you are Email us
On which days will I need to attend UCL?
For full time students, core teaching for the Division of Psychiatry modules is principally on Wednesdays and Fridays. In the first term, the Clinical Mental Health module is taught on Tuesdays; in the second term, Culture and the Clinic is on Thursday afternoons. The requirements for independent and online learning and group activities are considerable. Modules from other departments at UCL generally require attendance on other days. The course lasts a full calendar year for full time students, and they should expect to remain in London and work with supervisors on their dissertations through the summer. When not attending teaching for the MSc, students will find that UCL offers a wide programme of seminars, courses and activities on a variety of topics of interest to them.
For part time and flexible students, it is feasible to complete the course through attending one day per week if the Division’s own modules are selected. A half day a week attendance may be sufficient to complete within 3 years.
Will my final project be in an area that I am interested in?
A wide variety of interests is represented among the staff of the Division and it’s possible to have one supervisor who is external: thus we expect you will be able to do your project in an area that fits your interests well. The section on Teaching Staff above describes some of the areas in which academics in the Division current work.
Will all modules be available this year?
We hope to be able to offer all the options we have listed on the website, and this year we have run all modules. It is conceivable that a module might not run if demand is unexpectedly low, but this is unlikely.
Will I have the opportunity to publish my research project?
We have a strong tradition and an excellent record of previous MSc students publishing their research. Details can be found above in "Impact and Dissemination of Student Research".
Can I obtain experience in clinical settings while on the course? We do not have formal assessed placements as part of the course, but many students spend a day a week volunteering in NHS or clinical research settings for all or part of the course, and we are happy to help people find suitable settings in which to undertake this voluntary experience.
Is this course accredited by the British Psychological Society (BPS)? No this course is not BPS accredited however, this does not necessarily prevent you from being eligible for Graduate Basis for Chartered Membership (GBC). Information on this can be found on the BPS website http://www.bps.org.uk/careers-education-training/accredited-courses-training-programmes/accreditation-faqs/accreditation-f
Does this course make me qualified to work as a clinical psychologist? No this course is not the equivalent to clinical psychology training and does not qualify you to work as a clinical psychologist. However, many of our students are interested in becoming clinical psychologists and this programme provides an excellent grounding for clinical training on the DClinPsy course. The emphasis of our course is on mental health research, developing clinical knowledge alongside research skills.
Director: Prof Sonia JohnsonTweets by @@MentalHealthMsc
The UCL Division of Psychiatry is pleased to offer this programme focused on clinical practice in mental health and its evidence base. The Clinical Mental Health Sciences MSc integrates biological, psychological and social perspectives on mental health and caters both for psychology graduates and for clinicians wishing to undertake a broad-based, rigorous and flexible higher degree.
Note on fees: The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website. Fees for flexible, modular study are charged pro-rata to the appropriate full-time Master's fee taken in an academic session.